Escuela de Postgrado

Universidad Nacional de Educacin

Enrique Guzmn y Valle La Cantuta

MASTERS PROGRAM IN EDUCATIONAL SCIENCES

Major: Teaching English as a Foreign Language

Name : Jones Reyes, Sandro

Salcedo Rios , Milagros Patricia
Key/Code :

Course : Production of materials and resources for ELT

Course code : MIG-0303

Title of work : Textbook Evaluation Standards: Finding the Rationale

Tutor : Mg. Miguel Or de los Santos

SEMESTER 2017 II
 Guidelines for this academic work

All participants are expected to produce a sound rationale for each of the standards
elaborated for the evaluation of ELT textbooks.
Your contribution has to provide the likely theoretical grounds you may consider most
fittingly related to each of the criterion proposed. Along this line, we expect an
appropriate quoting and the necessary source referencing.
You are also expected to contribute to round out the standards provided by spotting
any specific line or concept that might, from your perspective, have some degree of
inconsistency and suggest some concrete alternative rewording or revision. This
course of action should be grounded as well on the pertinent rationale.
Your expected contribution can be made in pairs.
 STANDARDS PROPOSED TO EVALUATE TEXTBOOKS

ABOUT LANGUAGE

Standard Rationale

1. The book advances a 1. Language learning is learning to

communicative view of communicate. Communicative
language. competence is the desired goal.
(Finochiaro,1983)

2. Includes and fosters the 2.Communicative competence is

development of communicative
situations.
connected with the 4 major strands:
grammatical competence,
sociolinguistic competence, discourse
competence and strategic competence.
(Canale - Swain, 1980)

3. The contents proposed 3. The communicative approach

integrate language and
communicative skills.
concentrates on getting learners to do
things with language, to express
concepts and to carry out
communicative acts of various
kinds(Widdowson 1990)

4. Presents language in context. 4.

5. The grammar approach 5.Consciousness Raising is a

responds to current trends.
continuum ranging from intensive
promotion of conscious awareness
through pedagogical role articulation on
one end, to the mere exposure of the
learner to specific grammatical
phenomenon the other.(Rutherford-
Sharwood-Smith, 1988)

ABOUT LEARNING
6. The units/lessons depart from
what the learner knows.
7. The topics proposed are
articulated with other areas of
knowledge (or other academic
subjects familiar to the
learners).
8. The contents show regard for
the students needs and
interests.
9. Provides varied activities that
reflect concern for the learners
different learning styles.
10. The contents are carefully
graded and sequenced.
11 The contents foster an
intercultural approach.
6.The most important single factor
influencing learning is what the learner
knows. Ascertain this and teach him
accordingly.(Ausebel,1968)
7. Thus, the knowledge of English
serves as a gateway to access
different sources of information, such
as academic literature, science,
communication, mass media, and pop
culture (Tollefson, 2000).
8.It is a much more enjoyable process if
a person slects a book topic based on his
strengths, interests and passions.
(Klippel, 2012)
9. kolb(1975) explains that different
people naturally prefer a certain single
different learning style. Various factors
influence a persons preferred style. For
example, social environment,
educational experiences or the basic
cognitive structure of the individual.
10 Gagne (1970) grade and sequence
your class materials and activity
from simple to complex, from known
to unknown.
Piaget (1921) stages: human
gradually come to acquire construct
and use the nature of knowledge.
11.Sercu (2005), foreign language
education is by definition intercultural.
Bringing a foreign language to the
classroom means connecting learners to
a world that is culturally different from
their own.
Furthermore, this information is a boost
for academic and professional careers
as well as economic success, reinforcing
 the position of English in countries where
English is taught as a foreign language.
In this manner, English becomes not
only the language of globalization, but
also a potential agent for cultural and
economic benefits (Tollefson, 2000;
Robichaud & de Schutter, 2012)
Cunningswoth (1995: 7-15) points out
that course book should: correspond to
learners needs, help to equip learners to
use language effectively for their own
purpose facilitate students learning
process, have a clear role in meditating
the target language and the learner.
12. According to ONeill (1982),
12 The goals proposed all through
Since language is an instrument
are realistic and seemingly
for generating what people need
achievable (in relation to the
and want to say spontaneously,
specific context).
a great deal must depend on
spontaneous, creative interaction
in the classroom. Coursebooks
should be accessible to a variety
of students, regardless of their
learning goals, as well as being
adaptable to the diversity of
teachers and teaching styles.
12. Complexity (of task) may be
culturally variable. What is familiar
mode of reasoning in one culture may
not be familiar at all in another.
(Widdowson, 1990)

13. Provides activities and 13. Transfer of learning occurs when

opportunities for transfer. learning in one context or with one set
of materials impacts on performance in
another context or with other related
materials. Perkins- Salomon, 2012)

14. Unit closings provide activities 14. Flavell (1979) defined metacognition
that encourage the teachers and as knowledge about cognition and
learners reflection (meta- control on condition. Students are
cognition). asked to reflect what they have learned.
15. Fosters autonomous learning.
16. The overall approach (from
contents to class activities
suggested) show regard for the
learners self-esteem.
OVERALL LAYOUT / SUPPLEMENTARY MATERIAL
17. Contents and illustrations are
appropriately interweaved.
18. The illustrations are
intercultural-sensitive.
15.Holec (1981) autonomy is the ability
to take charge of ones learning. There
are 5 ways: learners study on their own,
a set of skills learned and applied in
self-directed learning, inborn capacity
suppressed by institutional education,
learners responsibility for their own
learning.
The more informed learners are about
language and learning the more
effective they will be at managing their
own learning (Ellis&Sinclair, 1989)
16. Gardner, there are 8 forms of
intelligence and everyone has strong
and weak areas within these
intelligences.
Learners have experiences in the
communicative classroom: they will be
more motivated because they are
learning to do something useful with
the language. Also, they are
encouraged to express their
individuality by sharing ideas and
opinions, and last but not least student
security is enhanced because of
cooperative communication with the
teacher and the other students.
(Larsen-Freeman,1986)
17. Cunningworth (1995) illustrates that
evaluation can engender three types,
pre-use, n-use, and post-
useevaluation. From another
perspective, in-use evaluation is a kind
of evaluation for suitability,
18. Todays textbooks are also much
more culturally sensitive than their
predecessors.(Richards,1986)
19. Typesetting, illustrations and
overall layout are motivating
enough.
20. It is complemented with
materials and/or resources that
facilitate the learning process.
19. The third reason for using textbooks
was their appearance and the quality of
their presentation. This is still one of the
least discussed reasons for using
textbooks. (ONeil, 1982 )
Block (1991) an important advantage of
teacher-produced materials is
contextualization.
Textbooks may be supplemented by
these modern aids but not supplanted
by them. We need such creative tools
because language learning itself is
nothing if it is not creative. (Robert
ONeil, 1982)
References
1. Finocchiaro, M. B., & Brumfit, C. (1988). The Functional-notional approach: from theory
to practice. New York: OUP.
2. Canale & Swain (1980) Theoretical Bases of Communicative Approaches to Second
Language Teaching and Testing. Oxford: OUP
3. Rutherford, W.E. and Sharwood Smith, M. (Eds.) 1988. Grammar and Second Language
Teaching: A Book of Readings. New York: Newbury House Publishers.
4. Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune
& Stratton.
5. How to Pick the Perfect Book Topic and Organize Your Content. (2012, October 23).
Retrieved October 06, 2017, from http://thefutureofink.com/pick-perfect-book-topic-
organize-content/#wrap
6. Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning; in C.
Cooper (ed.) Theories of Group Process, London: John Wiley.
7. Gagne, R. M. (1970). Learning theory, educational media, and individualized instruction.
Washington: Academy for Educational Development, Inc.
8. Sercu, L. e.a. (2005) Foreign Language Teachers and Intercultural Competence. An
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9. Perkins, D. N., & Salomon, G. (2012). Knowledge to Go: A Motivational and Dispositional
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10. Flavell, J.H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive
Developmental Inquiry. American Psychologist, 34, 906-911.
11. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon. (First
published 1979, Strasbourg: Council of Europe.)
12. ONeill, R. 1982.Why use textbooks? ELT Journal Vol. 36/2, OUP.
13. Block, D. (1991). Some thoughts on DIY materials design. ELT Journal, 45(3), 211217.
14. Improving the effectiveness of language learning: CLIL and computer assisted
language learning. (2014, June 25) retrieved October 6th, 2017, from
http://ec.europa.eu/dgs/education_culture/repository/languages/library/studies/clil-
call_en.pdf